Ted Hughes: The Unauthorised Life. Jonathan Bate
adventures. He rejoiced in imitating Kipling’s ‘pounding rhythms and rhymes’: ‘And the curling lips of the five gouged rips in the bark of the pine were the mark of the bear.’12
He also benefited from the attention of his next teacher. Sensitive to both praise and criticism, he showed her his Kiplingesque sagas. She pointed to a particular turn of phrase and said, ‘This is really … interesting … It’s real poetry.’ What she had highlighted was ‘a compound epithet concerning the hammer of a punt gun on an imaginary wildfowling hunt’. Young Ted pricked up his ears. This was an important moment.13 Soon, this second English teacher, Pauline Mayne, would introduce him to more demanding fare: the sprung rhythms and compacted vocabulary of Gerard Manley Hopkins and the challenging obscurity of T. S. Eliot.
There were many happy returns at the end of the war. The towering figure of Gerald arrived on the doorstep in September 1945, to be greeted by a now tall and handsome fifteen-year-old who stared and then, with tears streaming down his face, called out, ‘Mam, it’s him, it’s him!’14 Ted picked up his big brother’s kitbag and in they went for the reunion with Olwyn and their parents. At the grammar school, meanwhile, the masters were returning. Among them, coming out of the navy, where he had served on the North Atlantic convoys, was John Fisher, tall, with a long slim face and a copy of the Manchester Guardian tucked under his arm. Said to be the finest English teacher in Yorkshire, he put on plays, edited the school magazine – in 1947 the sub-editors were Olwyn Hughes and Edward Hughes – and taught poetry with a passion. He had the Bible, Shakespeare and classical mythology at his fingertips. He would sit on the edge of the desk and announce to the class that they were going to study Shakespeare, so they would all be bored to tears. But they never were. He brought wit and wordplay to the classroom, conjuring up Shakespeare’s characters and moving seamlessly between close reading and historical context. Whether it was Wordsworth (whom Fisher especially loved because he was raised on the Cumberland coast) or Wuthering Heights or the First World War poets, he brought the text to vivid life. He would gaze intently as he nurtured the class in the art of practical criticism, but then lighten the tone with some absurd remark (‘The school is now anchored off the east coast of Madagascar’).
‘He used the blackboard to write up names, dates, always clearly scripted,’ another pupil remembered. ‘When marking homework-essays he would write generously long comments, often in red ink which did not signify censure. He had a clear, fluent, individual hand, a joy to read. But the nitty-gritty of his teaching was working with his students through discussion of the texts.’15 Whether in catholicity of literary taste, in critical acumen, in firm-stroked handwriting or in the love of Beethoven, Fisher was an inspiration to the future poet, introducing him to Keats and Blake, Dante and Dylan Thomas. According to a fellow-pupil, Ted’s appearance – the floppy fringe falling across the eyes – was modelled on that of his master.16
Under this tutelage, and with the academic achievements of Olwyn to spur him on, Ted continued to explore the school library. His next discovery was W. B. Yeats, whose work offered a perfect combination of mesmeric poetic rhythms with subject matter rich in folklore, myth and magic. He claimed (with characteristic exaggeration) to have learned the complete works by heart. His dreams became coloured by The Wanderings of Oisin. He was ‘swallowed alive’. By a beautiful synthesis, the art of poetry, the natural world (his ‘animal kingdom’) and the world of myth and folktale ‘became a single thing’. His own poetry ‘jumped a whole notch in sophistication’.17
Olwyn added grist by introducing him to C. G. Jung’s Psychological Types, with its divisions of the mind between sensation and intuition, thinking and feeling, extravert and introvert. Like Yeats, Hughes was beginning to develop a ‘system’, at once psychological, philosophical, poetical and not a little mystical. At the same time, Shakespeare, that most unsystematic of geniuses, was an infatuation. He read the complete works, going line by line through a battered copy of W. J. Craig’s double-column, small-print Oxford edition, originally published in 1891. Then he went to the home of his girlfriend, Alice Wilson, and discovered that their edition included an additional play, The Two Noble Kinsmen, co-written by Shakespeare and John Fletcher. Shakespeare’s chief contribution, the first act, was written in verse of newly knotted complexity. Alice’s mother loved classical music and, being rather better off, owned a gramophone, whereas the Hugheses only had the radio. Ted purchased recordings of Beethoven’s symphonies and concertos, taking them round to play at the Wilsons’ home.
Many of his contemporaries at the grammar school remembered him as a loner. But others recall him imposing his personality on the class, larking about (sometimes egotistically), dressing scruffily and writing vigorous reviews for the school magazine. He played a ‘dark, brooding lighthouse keeper’ in a play and wrote, cast and directed the sixth-form Christmas Revue ‘containing surreal skits anticipating the humour of the Goon Show and Monty Python, in which, for example, cowboys entered saloons to order coffins in which to place their victims.’ Mr Watkinson, the Headmaster, participated, ‘dancing enthusiastically, in full gown and mortarboard mufti, with buckskin-clad sixth-form “squaws”’.18 Above all, Ted was remembered for his size and strength. His sixth-form friend Alan Johnson, who came close to hurdling for Britain at the 1948 London Olympics, was convinced that Ted could have become a serious competitor in discus or shotput.
His academic results were more than satisfactory, though not outstanding. In July 1946, he got his School Certificate (the examination that later became O Levels, then GCSEs) in eight subjects: English Language was very good; English Literature, History, Geography, French and Physics all credits; Mathematics and Chemistry, passes. The following summer, he got a credit in Latin, a necessary prelude to the Higher School Certificate in Latin that was a prerequisite for entrance to the top universities.19 And in the summer of 1948, he passed the Higher School Certificate (the equivalent of A Levels) in English Literature (good), Geography (distinction) and French (pass). Both he and Fisher were disappointed with the English result, but his teacher’s strong support was enough to give him a shot at Cambridge.
Back in Mytholmroyd, there was a family tragedy in the summer of 1947. Uncle Albert’s depression had been growing more severe. His only solace was his woodwork in the attic. One evening, his twenty-one-year-old daughter Glennys called for him to come downstairs for supper. There was no answer. She went up to find out what was going on and fell back down the stairs as she saw the chair that he had kicked away, the body hanging. Albert’s wife ran for a neighbour, Harry Greenwood, who cut the rope.20 Forty miles to the south, perhaps at the very moment when Albert hanged himself, his sister Edith let out a cry, as if she had received a ‘hammer blow’ on the nape of her neck.21
Throughout the war years, Ted spent every free hour in the fields and woods. Before leaving home, Gerald the huntsman had found a new domain. Ted inherited it, along with his brother’s paper round. You went down Old Church Street to the edge of town and crossed a polluted river on a chain ferry, kept by an old man known as Limpy. On the other side, the road ran up the bank, over the railway, past an old pond and into the village of Old Denaby.
Ted came to regard all the land to the right of the railway and up to a place called Manor Farm as his own personal kingdom. He got to know it better than any place he would ever know. Apart from old Oats the farmer and his man, he never met a soul. In a mining town such as Mexborough during the war, nobody else was interested in nature for its own sake. His territory felt like deep country where he could stalk animals, watch, listen and shoot. He trapped mice, which he would then skin and cure, keeping them under the lid of his desk at school and selling them for a penny – or ‘maybe tuppence for a good one’.22 He got to know the local foxes, giving them personalities as if they were people. He practised discus-throwing